FMP intentions

( PLEASE NOTE - the following is work in progress )

Venturing upon my final major project, I aim to utilise my research in practice module as an organic extension of material, to explore my previous line of enquiry and research methodology of mind-mapping as an informative and expressive tool of decompression, for obtaining clarity and understanding brought to the wider world via pedagogical practice. 

In doing so, I aim to continue my primary focus of research into further adoption of my methods as a tool for therapeutic practice to support and guide children, parents and educators, in overcoming potential psycho-emotional developmental gaps and cognitive barriers faced as a result of the pandemic, in a bid to relieve pressure on services, families and the educational system, to enable acceleration for a brighter future for children.

Throughout the course of my FMP, I aim to concentrate and undertake the following points, while noting that I will be intuitive to embrace the natural navigation of the work, should it wish to communicate and manifest in any such way :

1) Reflect upon feedback from previous module;

2) Research mind-mapping as a tool and underpin with relevant theory;

3) Explain the importance of mind-mapping as a tool for myself and others - through personal experience;

4) Undertake workshops focusing upon mind-mapping as a therapeutic tool via various audiences for useful experimentation and feedback - focusing upon pedagogical practice - randomly selected themes / “can you solve a problem?” - attempt for each participant to address a problem for self-reflection and untangling via mind-mapping as method, with addition of quiet facilitation : night school / youth groups, etc;

5) Invite parents to a focus group to observe results from RIP, while creating mind-Maps on how we move forward. This will thus act as an introduction to informing parents of the mind-mapping as a therapeutic tool activity aimed at children, to develop cognitive problem-solving skills - impacted by early years development during the pandemic, directed upon self-empowerment and constructivism of personal resolution of worries and issues at hand. Child activity - mind-mapping as a therapeutic tool - for decompression and dissection - a practice underpinned by personal experience as a result of my Level 2 Diploma in Counselling Skills. Opportunity to provide support using CBT techniques, in support of those anonymously awaiting long wait lists for CAHMS / therapy, and also as a skill for personal benefit that may be practiced in their own space and time;  a) the child to submit a worry for mind-mapping thoughts, feelings, how they manifest; b) To then use an alternate colour ink to demonstrate problem-solving skills to generate steps in overcoming the problem; c) To creatively express worry / concern, through creation of metaphorical analogy, undertaken via creative writing / verbalising / illustrating / model-making. Activity to be followed by survey to gather qualitative data of before and after, to ascertain effectiveness. 

6) Undertake mind-map workshops with children focusing upon carefully planned activities addressing previously acquired pivotal points of research : trauma - innocence of children; stolen childhood play; impact upon-esteem; 

7) Undertake mind-map workshops / independent activity, identifying how childhood looked for different sets of age-groups. Accumulation of results to show direct comparisons, which can provide visual insight into detrimental implications of children having experienced during the pandemic;

8) Large-scale interactive pedagogical mind-map presenting results obtained throughout the duration, for invitation of participation via fresh eyes of spectators to provide feedback and rhizomatic expansion; 

9) Publication focusing upon “post-pandemic pastoral companion” - featuring carefully considered and constructed activities underpinned by research obtained within RIP, to support children in the transition from years 9-12, in response to the impact of the pandemic upon psycho-emotional development. Publication to be archived within book format and formulated via interaction the wider world via documentation of workshops. Publication to lead from method of interactive contents constructed via a flow-chart questionnaire format to suggest navigation of activity to suit whichever present issue at hand sought by the child / parent. Activities to feature : breaking perfectionism; boundary setting; people pleasing; self-empowerment; identifying small joys for maintaining mental health; neurodivergence; self-contentment; mind-mapping as a therapeutic tool to problem solve;